Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school

摘要

This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings provide important information for understanding a school culture in the Chinese context. It enriches the theory related to school culture and the research findings that have been identified in the Western settings.